Salmonids in the Clasroom

8/13/2019 Salmonids in the Clasroom

1/170

Salmonids

in theClassroom

Primary


2/170

Salmonids in the Classroom: PrimaryField Test Version

A Teachers Resource

for Studying the Biology, Habitat and Stewardship of Pacic Salmon

For Further Information, Contact:

Community Involvement Division

Fisheries and Oceans Canada

555 West Hastings Street,Vancouver, BC V6B 5G3

(604) 666-6614


3/170

Salmonids

in theclassroomPrimary


4/170

iv SALMONIDS IN THE CLASSROOM: PRIMARY


5/170

DEDICATION

This package is dedicated to all of the teachers and students

who have studied salmon over the years and especially to those

classes who have gone on to turn study into action, aiding in the

conservation of Pacic Salmon.

ORIGINAL VERSION

This publication takes inspiration from theoriginal 1984 version and

subsequent 1988 revised Salmonids in the Classroom package. Linda

Bermbach, then Chief Curriculum Writer for Fisheries and Oceans

Canada, coordinated the production of these rst packages.

REVIEW/COORDINATION

Package development wasconducted under the direction of SouthamConsulting Inc. and in consultation with the review committee:

Bev Bowler, Education Coordinator, Lower Mainland, Fisheries

and Oceans Canada

Mark Johnson, Chief, Community Involvement Division,


Don Lowen, Education Coordinator, Vancouver Island,


All education coordinators working for Fisheries and Oceans

Canada

Biological Review: Anne Martin, Enhancement Data

Coordinator, Fisheries and Oceans Canada, Carol Cross,

Senior Regional Enhancement Biologist, Fisheries and

Oceans Canada, Sue Lehmann, Regional Enhancement

Biologist, Fisheries and Oceans Canada, Roberta Cook,

Regional Enhancement Biologist, Fisheries and Oceans

Canada, Don MacKinlay, Regional Enhancement Biologist,

Fisheries and Oceans Canada, Brian Anderson, Regional

Enhancement Biologist, Fisheries and Oceans Canada

Doug Lofthouse, Regional Enhancement Biologist, Fisheries

and Oceans Canada, Don Bailey, Regional Enhancement

Biologist, Fisheries and Oceans Canada

INTRODUCTION v


6/170

PRODUCTION TEAM

Research and Writing: Polestar Communications Inc.

Editing: Lorna Lyons, Twinower Communications

Illustration: Freestyle Illustration, Penn and Gunn Associates

Design and Layout: Cone House Inc.Poster: Robert Browne Graphics

Special thanks to Joanne Day and Joanne Nicklas for their

support and research.

Cover illustration: Karen Uldall-Ekman

THE TEACHERS

The educators involved in conceptualizing and writing this packagewere:

Focus Group in Victoria, 1997

Lenny Ross, Strawberry Vale Elementary School

Eleada Grant, Glanford Elementary SchoolJudith Sales, Lake Hill Elementary School

Jennifer McDonald, Craigower Elementary School

Cecily Craigmyle, Frank Hobbs Elementary School

Don Craigmyle, Uplands Elementary School

Angus Stewart, Royal Oak Middle School

Focus Group in North Vancouver, 1998

Kitty Morgan, Marlborough Elementary School

Coleen Lavallee, Seaforth Elementary School

JudiBeverley OConner, Shaughnessy Elementary School

Brenda Hobbs, James Hill Elementary School

Richard Unrau, Strawberry Hill Elementary SchoolGreg Fraser, Quilchena Elementary School

Donna Bouwman, Douglas Road Elementary School

Focus Group in Saanich, 1998

Liz Priestman, Strawberry Vale Elementary School

Frances Hancock, Margaret Jenkins Elementary School

Rosina Werk, Margaret Jenkins Elementary School

Shirley Cummins, Northridge Elementary School

Judith Sales, Lake Hill Elementary School

Educators Consulted By Polestar Communications

Jim Wiese, Science Education Consultant

Bruce D. Horn, Primary Classroom ConsultantBeverley OConner, Intermediate Classroom Consultant

Reviewer for Salmon Science

John Stockner, Ph.D., Eco-Logic Ltd.

Many thanks to Fisheries and Oceans Canadas Education

Coordinators and the 116 teachers who participated in an

extensive eld test review of Salmonids in the Classroomover

the 2000-2001 school year.

vi SALMONIDS IN THE CLASSROOM: PRIMARY


7/170

Foreword

What we sometimes forget is

that changing the way people

think is not just a matter of

reaching peoples minds, but

also touching their hearts.

David Guggenheim, Vice President,

The Ocean Conservancy

1Mark Hume,The Run of the River2 Pacic Salmon Bring It All Back Home, BioScience,

November, 1997, pp. 657-6603 Water Stewardship: A Guide for Teachers, Students and

Community Groups,

Ministry of Environment, Lands and Parks, 1995.

Why Salmon?

Long before the environmental stress on a river becomes obvious

to most of us, it shows up in the sh. They are canaries in a mine

but canaries that cannot sing. We must pay attention to what

the sh are telling us, and to the whispering voices of our rivers,

for they are speaking about our future.1

Because so many human activities have harmed Pacic salmon,

a serious effort to save them will affect almost everyone in the

Northwest2Education is key to this effort.

This learning resource, which focusses on salmon, biology, and

stewardship, encourages an ecological approach, integrating science

with social studies. Knowledge of salmon biology and habitat are

viewed as building blocks toward a stewardship ethic. Stewardshipmeans making informed decisions and taking appropriate actions

to protect and conserve all plants and animals who share our

planet.3 And stewardship is one of the building blocks of a

sustainable community where the economy, the environment and

society are all taken into consideration when decisions are made.

In short, this resource is about teaching kids how to take care in

our own lives so that salmon thrive!

Whether small or large, class projects based on salmon have

the potential to engage students in stewardship and sustainability.

Studying a local creek, raising salmon in an incubator, or touring awatershed, are just a few of the projects that your class or school

can undertake to make a difference for salmon and for us all!

Fisheries and Oceans

Canada

Salmonids in the Class room is funded by the Habitat and

Enhancement Branch (HEB), Pacic Region, Fisheries and Oceans

Canada (DFO). DFOs national vision is:

Safe, healthy, productive waters and aquatic ecosystems, for

the benet of present and future generations, by maintainingthe highest possible standards of: service to Canadians; marine

safety and environmental protection; scientic excellence; and

conservation and sustainable resource use.

HEB is responsible for the protection and restoration of shhabitat,

salmonid enhancement programs, integrated resource management

planning, community involvement programs and public education.

HEB also operates a large number of facilities, such as shways,

INTRODUCTION vii


8/170

One of the most important

vehicles we have for change on

our planet is education. With

the right teacher, learning about

ones natural environment while

experiencingit can be a life-

changing event that forever

alters ones perspective and

understanding. I suppose I amliving proof.

David Guggenheim, Vice President,

The Ocean Conservancy

hatcheries and spawning channels. HEB is headquartered in

Vancouver, with area ofces and staff throughout the Pacic

Region, which includes B.C. and the Yukon.

How to Use This Book

The foreword to this learning resource contains a table that listsseasonal activities for areas in B.C. and the Yukon. The foreword also

contains tables of Integrated Resource Package (IRP) connections.

The table of contents lists all of the units organized according to

the salmon life cycle. Each unit has an introductory activity (use

this for prior knowledge assessment) andat least one science-based

activity. The wrap-up sections in each unit give teachers ideas for

assessment, activities students can do at home and ways to tie the

unit into salmon incubation if your class has an incubator.

Utilizing the seasonal activities and IRP tables, a teacher can

plan a unit that makes sense for their timetable and that relatesto the resources available in their area.

People and Connections

That Can Help

Teachers are encouraged to contact a DFOofce in their community

and to talk to their area education coordinator or community

advisor. These people will tell you about other fun DFO learning

resources, classroom presentations or teacher workshops that may

be available in your area. If you cannot nd an ofce in your area,

phone the Regional Ofce in Vancouver and ask for a communitydirectory or visit the website http://www.pac.dfo-mpo.gc.ca.

Related Learning

Resources

Fisheries and Oceans Canada has a number of other learning

resources. Contact the B.C. Teachers Federation (1-800-

663-9163) and ask for a catalogue or visit their website at

http://www.bctf.bc.ca. For more depth on any education resources

related to marine and aquatic environments, refer to the Marine and

Aquatic Educators Resource Guide, produced by DFO and distributedby BCTF Lesson Aids.

Fisheries and Oceans Canada works cooperatively with other

organizations involved in aquatic education, such as Wild B.C. Wild

BC is a government-sponsored education program that produces a

number of excellent resources on aquatic education. It is funded

and administered by the Habitat Conservation Trust Fund. Call 1-

800-387-9853 for more information on Wild B.C.

viii SALMONIDS IN THE CLASSROOM: PRIMARY


9/170

Their lives are part of a great

cycle the migration of fry or

smolts from freshwater streams

to the ocean; the grand travels

of silvery adults through the

North Pacic; the arduous

migration upstream to their

natal stream reach; the battles

and lovemaking of gaudilycoloured distorted bodies on

the spawning grounds; and the

inevitable swift decay and death

of the battered sh among the

eggs of the generation to follow.

All aspects of this cycle have

stirred the human imagination.

Sydney, Richard and Robert Cannings,

The World of Fresh Water

Bringing It All Together

for Assessment

The following teaching strategies are suggested as a means of

facilitating assessment.

Beans, Fish and the IRPsSome of the activities in this learning resource (e.g., growing

beans) may not seem at rst to relate to sh. An effort was

made to link this resouce to as many prescribed learning outcome

aspossible. Beans and sh facilitate the comparison of plant andanimal life cycles.

Learning Logs, Portfolios and JournalsThroughout the manual, children are encouraged to note their

learning through writing or drawing. At the end of the salmon

study, students and their teachers can reect on the learning by

referring to the student learning logs, portfolios or journals.

If your students nd writing and drawing challenging, have them

work in groups. Capitalize on the strengths of each child and create

collaboratively.

Murals and MobilesThe poster that accompanies this manual shows the life cycle of

the Pacic salmon. Teachers are encouraged to create their own

class creative depiction of the salmon life cycle, salmon habitat

and human interactions with salmon in student-created murals,

mobiles or watershed models.

Make a Salmon BookBy stapling together the student handouts for every unit, a book

depicting the entire life cycle can be created for each student.

INTRODUCTION ix


10/170

The animals that eat carcasses

poop along the streambanks and

fertilize the soil. Its all tied

together. The whole riparian

ecosystem depends on salmon

carcasses.

Pacic Salmon Bring It All Back Home,

BioScience,

November, 1997, pp. 657-660

Ethical Discussions

Several of the activities in this manual involve growing plants or

raising animals. Before beginningactivities like this, set the ground

rule for classroom conduct.Introduce the basic rule that we must

respect all living things.It is likely that questions about the difference between wild,

native and cultured will arise, but especially if your class wants

to rear salmon or revegetate a streambank. If students want to

raise salmon, talk to the area DFO education coordinator about

where the eggs for your incubator will originate. DFO is trying to

ensure that cultured juvenile salmon are returned to their home

stream in most instances and children may not be able to release

their salmon in the stream nearest to their school. If they want

to revegetate a streambank talk to an area naturalist group rst

about what is native (i.e. grew and lived historically in the area)

and either propagate native plant species or nd a native plant

nursery that sells native plants.

The genetic diversity activity in the Intermediate Salmonids in

the Classroom resource facilitates discussions about wild, native

and cultured. Maintaining genetic diversity (the native ora and

fauna) is like maintaining a strong web. When we break the links

(with non-native or cultured species), the web of life weakens.

Alert the children to the fact that raising sh in the classroom is a

positive achievement but that, alone, it will not solve the overall

decline of salmon populations. Point out that their classroom

incubator project will be most effective if it is just one tool in awhole array of community activities aimed at conserving native sh

populations. Invite representatives of a local Streamkeepers group

into your classroom and have them talk about the importance of

habitat and stewardship.

x SALMONIDS IN THE CLASSROOM: PRIMARY


11/170

_____________

_____________

_____________

_____________

_____________

_____________

RaisingSalmonandVi

sitingStreams

Sep

tem

ber

Oc

to

ber

Novem

ber

Dece

mber

January

Fe

bruary

Marc

h

Apri

l

May

June

Correspon

ding

9,1

,2

,11

3,

4

5

6

6,

7,

8,

11

2,

8,

9,

10

,11

SICUn

its

Vancouver

Is

lan

d

Lower

Ma

inlan

d

Okanagan

/

Cari

bou

Nort

hern

BC

Yu

kon

Legen

d

FA

Spawn

ing

(inc

ludesa

llsa

lmon

spec

ies

)

B

Incu

ba

tor

se

t-

up

C

Egg

de

livery

D

Eggs

ha

tch

E

Fryemerge

Fryre

lease

asearlyas

Ju

ly

asearlyasm

id-

Ju

ly

AAA

A

A

BB

B

B

B

C

CC

C

C

DD

D

D

E

F

F

F F F

E

E E E

INTRODUCTION xi


12/170

_____________

_____________

_____________

_____________

_____________

_____________

StewardshipActivities

Sep

tem

ber

Oc

to

ber

Novem

ber

Dece

mber

January

Fe

bruary

Marc

h

Apri

l

May

June

SICUn

its

xii SALMONIDS IN THE CLASSROOM: PRIMARY

Correspon

ding

9,1

,2

,11

3,

4

5

6

6,

7,

8,

11

2,

8,

9,

10

,11

Vancouver

Is

lan

d

D

A

Lower

Ma

inlan

d

Okanagan

/

Cari

bou

D

Nort

hern

BC

Yu

kon

accor

ding

to

teac

her'ssc

he

du

le

A

A

ACB C D D

A

B

D

B

D B C B CD

C

C D

C

C

Legen

d

A

Sa

lmon

dis

sec

tions

B

Stream

keepers

/s

tream

clean-

up

C

Storm

drain

mark

ing

D

Gen

tlydow

n

thes

tream

/ha

tc

hery

tours


13/170

Relevance to Curriculum

The following charts document the prescribed learning outcomes met by units in this resource.

Primary IRP Prescribed Learning OutcomesUnit #

1 2 3 4 5 6 7 8 9 10 11

English Language Arts (K 1)comprehend and respond (comprehension)

communicate ideas andinformation (knowledge of language) communicate ideas and information (composing & creating) communicate ideas andinformation (improving communications)

communicate ideas and information (presenting and valuing)self and society (working together) self and society (building community)

English Language Arts (2 3)comprehend and respond (comprehension)

communicate ideas andinformation (knowledge of language) communicate ideas and information (composing & creating)communicate ideas and information (presenting and valuing)self and society (working together)

Social Studies (K 1)society and culture environment

Social Studies (2 3)environment

Math (K 1)statistics and Probability (data analysis)

shape and space (measurement)

Math (2 3)statistics and probability (data analysis) shape and space (measurement) patterns and relationships

INTRODUCTION xiii


14/170

Primary Science IRP Prescribed Learning OutcomesUnit #

1 2 3 4 5 6 7 8 9 10 11

Science K1: Applications of Science safely carry out instructions and procedures involving a small number of steps collaborate with others in scientic investigations suggest possible interpretations for a set of observations

describe the similarities and differences between simple objects

suggest questions for investigations handle equipment and materials safely

Science K1: Plant and Animal Characteristics describe the characteristics of a variety of plants collaborate with others in the care of a plant or animal* * * * * *

describe the appearance and behaviour of a variety of animals determine the requirements of healthy plants and healthy animals identify similarities and differences among animal species

Science K-1: Plant and Animal Life Cycles identify the stages in the life cycle of a plant and of a pet or other animal compare the life cycle of an animal hatched from an egg with one born from the mother

Science 23: Applications of Science conduct simple tests and describe observations formulate questions to guide observation and investigations

use a variety of measuring instruments to gather accurate information identify patterns and groupings to draw conclusions from information

communicate scientic observations to peers, teachers, and family construct models to represent ideas or concepts

describe the ways people in the community use science use a variety of science equipment safely

* Applicable for class using sh incubators

xiv SALMONIDS IN THE CLASSROOM: PRIMARY


15/170

Primary Science IRP Prescribed Learning Outcomes, continuedUnit #

1 2 3 4 5 6 7 8 9 10 11

Science 23: Plants in the Environment demonstrate a knowledge of how plants take in

water, nutrients, and light

Science 23: Animals in the Environment compare and contrast different types of animal life cycles compare and contrast plant and animal life cycles

describe structures that enable animals to survive indifferent environments

demonstrate a knowledge of what animals need to survive explain how animals interact with each other

INTRODUCTION xv


16/170

Contents

Unit 1. Building Vocabulary And Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . 1Suggested Activities

Know, Wonder, Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Building Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Handouts

Know, Wonder, Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Salmon Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit 2. Life Cycle And Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Suggested Activities

Life Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Life Cycle of a Bean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Life Cycle Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Changing Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Handouts

Salmon Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Bean Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 3. Salmon Anatomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Suggested Activities

Parts of a Fish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Fish Shape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Scales and Skin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Gills and Lungs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Handouts

Parts of a Salmon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Salmon Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Unit 4. Salmon Eggs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Suggested Activities

Where Do Eggs Come From?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Parts of an Egg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42The Redd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Protecting the Eggs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Handouts

Salmon Eggs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Salmon and Chicken Eggs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

xvi SALMONIDS IN THE CLASSROOM: PRIMARY


17/170

Unit 5. Salmon Alevins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Suggested Activities

Bag Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Where Does an Alevin Come From? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55How Do Alevins Live? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Protecting Alevins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Handouts

Salmon Alevins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Unit 6. Salmon Fry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Suggested Activities

Where Do Fry Come From? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66The Swim Bladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Fry Find Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Salmon Fry Camouage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Handouts

Salmon Fry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Salmon Fry Camouage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Unit 7. Salmon Smolts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Suggested Activities

Where Does a Smolt Come From? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Salt Water and Fresh Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79People and Smolts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Predator Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Handouts

Salmon Smolts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87People and Smolts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Unit 8. Adult Salmon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Suggested Activities

Where Does an Adult Salmon Come From? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Fishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Predator Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Smelling the Way Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Handouts

Adult Salmon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit 9. Salmon Spawners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Suggested Activities

Where Does a Spawner Come From?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

INTRODUCTION xvii


18/170

Appearance Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Making a Redd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Recycling Salmon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Handouts

Salmon Spawner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Making a Redd Observation Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Unit 10. Salmon Life Cycle Goes On . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Suggested Activities

Salmon Life Cycle Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Salmon Life Cycle Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Stewardship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Handouts

Life Cycle Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Life Cycle Game Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Unit 11. Salmon Habitat Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Suggested Activities

Rules for Salmon Habitat Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126If I Were a Salmon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

What to Look For . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Debrief in Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Handouts

Rules for Salmonid Habitat Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133A Healthy Salmon Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Salmon Habitat Study No. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Salmon Habitat Study No. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Salmon Habitat Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Appendix 1: Observation Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Appendix 2: Daily Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Appendix 3: Comparison Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Appendix 4: Classroom Salmon Science News . . . . . . . . . . . . . . . . . . . . . . . . . 145

Appendix 5: Assessment Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Appendix 6: Assessment Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Appendix 7: Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Appendix 8: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

xviii SALMONIDS IN THE CLASSROOM: PRIMARY


19/170

unit 1

building

vocabularyand

knowledge


20/170

Building

Vocabulary

and

Knowledge

Overview

The class reviews what students know about salmon and

prepares for activities to learn more.

The Big Idea

Students learn basic vocabulary necessary for studying salmon,and identify what they know, wonder and want to learn about

salmon.

Key words

For denitions refer to Appendix 8: Glossary.

Basic:salmon, sh, egg, alevin, fry, smolt, adult, spawner,

life cycle


21/170

KnowKnow,Wonder,Wonder,LearnLearn

Materials:

4 Copies of Handout 1.1: Know,

Wonder, Learn for each student,

blown up on a photocopier to the

largest size possible

4 Chart paper and markers

4 Portfolios to collect and store

materials related to salmon

Time required:

One lesson

Level of conceptual difculty:

Simple

Suggestions for assessment:

Monitor students ideas and review

their Know, Wonder, Learn pages to

determine handout completion and

students willingness to participate.

< Divide a sheet of chart paper into three columns (or use

three sheets) and label them Know, Wonder and Learn.

Ask students to tell the class any facts they know about

salmon, that is, things they know to be true. Ask the class

if they agree with suggested facts. Write facts with which

the class agrees in the column labelled Know. Writestatements with which the class does not agree in the

column labelled Wonder.

< Ask the class if anyone has any questions about salmon and

its life cycle and habitat, and add any statements to the

column labelled Wonder. Explain that the class will add to

the Learn column later.

< Give students copies of Handout 1.1: Know, Wonder, Learn

and have them copy the information from the class chart to

their page. You may alternatively wish to do this yourselfand provide photocopies for younger students.

< Store the charts in a salmon studies portfolio, or post them

in the classroom. Refer to the charts periodically as students

nd out more information through their salmon studies. Ask

students what they have learned to answer their questions

and add their information in the column labelled Learn.

Ask if they have new questions to add.

< Have students begin gathering materials from the following

units for their salmon portfolios, and add to them as they

complete further activities.

UNIT 1: Building Vocabulary and Knowledge 3


22/170

BuildinBuildingVocabularyVocabulary

Materials:

4 Labelled pictures of various plants,animals and sh for each group of

students

4 Copies of Handout 1.2: Salmon

Words for each group, cut into

individual illustrations

4 Notebook, learning log or portfolio to

collect materials related to salmon

4 Option:poster paper, glue and

coloured pencils

Note: Salmon puppets may be purchasedfrom the British Columbia Teachers

Federation by phoning 1-800-663-9163

Time required:

One lesson


Simple


Monitor students ideas and commentsto ensure that they understand the

meanings of basic salmon vocabulary.

< Cut out and label pictures of various plants, animals and

sh from Handout 1.2: Salmon Words, magazines or other

sources.

< Have students in groups sort labelled pictures into

categories based on their own criteria.

< Have the groups explain their categories to the class and

identify any words they do not know. Provide a denition

for unknown words (see Glossary), and make a salmon

dictionary on a chart posted on the classroom wall. Continue

to add words to the dictionary in the units that follow.

< Have students select the pictures showing the salmons life

cycle and predict what the topic will be about (e.g., egg,

alevin, fry, smolt, adult, spawner).Encourage students to

make a poster by putting the pictures into the life cycle

sequence.

< Explain that the Salmon Studies activities will look at how

salmon are born, grow up and become adults. If appropriate,

outline how you plan to present the class Salmon Studies

through the year (see Foreword, page vii.)

< Have students write their new words in a journal or learning

log.

< Optional: Have students make a poster of the salmons life

cycle by pasting the pictures in the correct habitat, and in

the correct sequence. Students may wish to further illustrate

salmon habitat using coloured pencils.

4 SALMONIDS IN THE CLASSROOM: PRIMARY


23/170


24/170

Handout 1.1

know, Wonder,

learn Use a photocopier to enlarge this page to the largest format available.

know

wonder

learn



25/170

Handout 1.1

know, Wonder,

learn

Illustrations: Karen Uldall-Ekman

UNIT 1: Building Vocabulary and Knowledge 7


26/170

Handout 1.2

Salmon Words

salmon eggs fry

alevin adults

smolts spawnersIllustration:KarenUldall-E

kman



27/170


28/170

life cycle

and

habitat

Overview

The class reviews the life cycle of familiar plants and animals

to identify their life cycles and to see how organisms relate to

their environment at different stages in their life cycles.

The Big Idea

All living things have a life cycle that is related to their needs

and their habitat.

Key words


Basic:alevin, air, water, food, life, bean seed, egg, salmon,

root, stem, leaf, life cycle, stage


29/170


30/170

_ _ _ _ _ _ _ _ _ _ _ Sockey Salmon________________ hum Salmon........................... hinook Salmon__ . __ . __ . __ . _ oho Salmon__ __ __ __ __ __ Pink Salmon.___..___..___..___ Steelhead Salmon

Salmon seem to use a variety of visual andmagnetic clues to navigate the ocean, then relymainly on their sense of smell to identify theirhome stream or lake.

Spawners:When they enter their river of

origin in the fall and begin to travel upstream,salmon stop eating and their bodies begin tochange. Using stored energy, they travel 30to 50 kilometres upstream per day, often pastwaterfalls and fallen obstacles. On the way,some become food for eagles, bears, otters andpeople. When they reach the area where they

lived as fry, a female digs a redd with her tailand selects a mate. She deposits her eggs andthe male releases his milt to fertilize them. Thefemale then covers the eggs with fresh graveland usually digs other redds for other males tofertilize. While a single coho salmon produces

about one thousand eggs, other species canproduce several thousand. Both male and femaledie within a few days of laying the eggs. Theircarcasses contribute essential nutrients thatfertilize the rearing area for the next generationof fry.

Sockeye Salmon

Chum Salmon

Chinook Salmon

Coho Salmon

Pink Salmon

Steelhead Salmon

Illustration:DonaldGunn



31/170

LifeLifeCyclesCyclesMaterials:

4 Large pictures of a baby, a child, a

youth, an adult and a senior

4 Copies of Handout 2.1: Life Cycles

for each student

4 Salmon Life Cycle poster

4 Egg to Fry Display

4 Option: Copies of Handout 1.2:

Salmon Words for each group, cut

into individual illustrations

4 Art supplies

Time required:

One or two lessons

Level of conceptual difculty

Simple


Monitor students discussion and

drawings to ensure that they can show

that plants and animals go through a

life cycle in orderly stages.

INTRODUCTION

< With the class, sort pictures showing the stages in the life

cycle of a person into chronological order.

DISCUSSION< Discuss with the class the stages in the life cycle of a

person. Draw the stages in a circular diagram as you discuss

them. If necessary, prompt students with questions such as:

What happens when a baby grows older?

He or she becomes a young child.

What happens when a child grows up?

He or she becomes a teenager or an adult.

What happens when an adult gets old?He or she gets old and dies.

Where does a baby come from?

From adult parents.

< Have the class describe how other animals and plants with

which they are familiar go through a similar life cycle, e.g.,

birds, pets, beans.

EXPLANATION

< Explain that salmon are a kind of sh that lives in many

local streams and lakes. Use Handout 2.1: Life Cycles

or the Salmon Life Cycle Poster (or the illustrations from

Handout 1.2: Salmon Words) to show that salmon have a

life cycle like other animals. Have students look at the Egg-

to-Fry Display and observe the rst stages in the life cycle

of a salmon.

< Explain that all living things have a life cycle, and have

students compare the stages of a salmons life cycle with

the stages of a human or other animal they know.

SUMMATION

< Have students go to the library and nd a reference on an

animal of their choice. Have them draw or paint the stages

in the life cycle of their chosen animal.

UNIT 2: Life Cycle and Habitat13


32/170

LifeCyclLifeCycleofo af a

BeanBean

The stages of life in Pacic salmon

form broad parallels with those of otherplants and animals, including humans.

By studying the stages in a plant that

students can grow, or stages of growth in

their own family members, students can

identify broad parallels in the life cycle of

all living things and begin to understand

their signicance. However, the emphasis

should be on drawing parallels with the

salmons life cycle. Teachers who have

access to a classroom salmon incubatorcan follow the actual development of

salmon eggs in the tank.

Materials:

For each group of students:

4 One or more bean seeds

4 A paper towel

4 A zip-lock bag

4 Water

4 Rulers

4 Copies of Appendix 2: Daily

Observations for each student

4 Graph paper

4 Writing supplies


INTRODUCTION

< Explain that salmon go through life cycle stages like all

other animals and plants. In this activity, students will grow

a bean seed because it grows in stages like a salmon and

other animals.

EXPERIMENT

< Have students observe, measure and describe bean seeds,

and record their observations.

< Have students predict what will happen if the beans are

kept moist for several days.

< Have students in groups grow a bean seed between sheets

of damp paper towelling in a half open zip-lock bag (or by

placing them in a clear plastic cup lled with soil, next to

the side of the cup where students can watch the beans

grow). Have them moisten the paper regularly and keep it in

an even-temperature location, out of direct sunlight.

< Have students carefully observe the bean each day, and use

Appendix 2: Daily Observations to describe, draw, measure

or graph the changes as the bean grows.

DISCUSSION

< Have students compare the growing beans with their

original observations and their predictions. Ask students

to suggest reasons for any differences between their

observations and their predictions. Ask if anyone can

describe what would happen to the bean if it were able to

continue growing naturally. If necessary, prompt them with

questions such as:

How big does a bean plant get if it grows in a garden?

One metre or more.

What parts does a bean plant grow in a garden?

Roots, stem, leaves, owers, pods, beans.

What does a bean plant need to grow?

Soil, water, light.

How does a bean plant grow new seeds?

The grown plant makes seeds in a pod.



33/170

Time required:

Two lessons, observation time over

several weeks and a follow-up lesson


Simple; young students will need abuddy to help with measurements and

recording


Review the charts the students make to

ensure that they can identify various

stages in the life of plants and animals,

including salmon.

What are the steps in the life cycle of a bean?

It is a seed, it grows roots, it grows above the soil, it

grows leaves and stems, it grows new seeds, etc.

SUMMATION

< Outline and diagram the stages of a bean seeds life.

Seed, seedling, growing plant, adult.

< Review and diagram the stages of a persons life.

Baby, child, youth, adult, senior.

< Review and diagram the stages of a salmons life.

Egg, alevin, fry, smolt, adult, spawner.

< Make a chart with the class listing the stages in the growth

of a bean seed, a person and a salmon. Have students

compare the growth of a bean seed and a person with

the life cycle of a salmon as they see it in the poster. If

necessary, prompt them with questions such as:

Where on the poster do you see something like the bean

seed?

The egg.

How is the egg like a bean seed?

Something grows from it.

What grows out of the egg?

Baby salmon.

What does the baby sh grow into?

An adult salmon.

Where does the salmon egg come from?

The adult lays the eggs.

UNIT 2: Life Cycle and Habitat 15


34/170

LifeLifeCyclCycleNeedsNeeds

Materials:


4 Egg-to-Fry Display

4 Writing supplies

Time required:

One lesson


Simple to moderate


Review students lists and categories to

ensure that they can identify the needs

of various organisms, including, water,

food, shelter and air.

INTRODUCTION

< As a whole class, have the students make a list of things

that people need to survive. With older students, ask them

to describe how they get the things they need. Write their

suggestions on a chart labelled People need. If necessary,prompt them with questions such as:

What do people need to breathe?

Air.

What do people need to eat and drink?

Food and water.

What do people need to stay safe and healthy?

They live in houses and wear clothes.

< Have students nd a place in the classroom where they can

sit or stand without bumping into anyone or anything else.

Ask students to crouch into a ball, as though they were

bean seeds. While they are in this position, ask the students

to share with the class things that a bean needs to survive.

Each time a student provides a correct answer, instruct them

to grow a little more, until they eventually come to full

standing. If necessary, prompt them with questions such as:

What does a bean need to drink?

Water.

What does a bean need for food?Nutrients from the soil, water, sunlight.

What does a bean need to breathe?

Air.

What does a bean need to stay safe and healthy?

A secure place to grow.

< Once students are back in their seats, write their

suggestions on a chart labelled Beans need.



35/170

RESEARCH/DISCUSSION

< Have the Egg-to-Fry display, the Salmon Life Cycle poster

and, if applicable, the incubation tank set up in three

different stations in the room. Divide the class into three

groups and have each group move to one of the stations.Ask them to reect silently on what salmon need to survive.

After a few minutes have passed, instruct them to move to

the next station and do the same until they have visited

each station in the room.

< Once students are back in their seats, write their

suggestions on a chart labelled Salmon need. If necessary,

prompt them with questions such as:

What do salmon need to breathe?

Air in the water.

What do salmon need to eat and drink?

Water and food such as insects and tiny water animals.

What do salmon need to stay safe and healthy?

They live in clear streams, lakes and oceans.

< Have the class identify similar elements from the three lists,

put them in categories (e.g., food, shelter) and name each

category. With younger students, have them cut the words

out of a piece of paper, then talk about and sort the words.

SUMMATION

< Have students write one or more sentences (or draw a

picture) describing each category.



36/170

changinchangingenvironmentenvironment

This experiment demonstrates that

if beans needs are not met in theirenvironment, they grow poorly or die. It

leads to a discussion about meeting the

basic needs of salmon. You may wish to

do this activity in association with the

Salmon Habitat Studies in Unit 11.

Materials:

4 Two or more bean seeds for each

group of students

4

Blotting paper4 Water

4 Rulers

4 Copies of Appendix 3: Comparison

Chart for each student

4 Graph paper

4 Writing supplies


Time required:

Two lessons, observation time over

several weeks, and a follow-up lesson


Moderate; young students will need a

buddy to help with measurements and

recording

INTRODUCTION

< Ask students what a bean needs to survive and what would

happen if the bean seeds did not get enough of the things

they needed to survive. With older students, ask how they

could test in class what would happen if a bean did not getthe things it needed.

EXPERIMENT

< Have students suggest various environments to compare how

a bean grows with and without the elements it needs to

survive, e.g., with light/without light, with water/without

water, with air/without air (in a sealed plastic bag).

< As a demonstration, grow bean seeds, one with and one

without one of the elements they identied. Have studentscarefully observe the bean seeds each day and describe,

measure and graph what happens in each environment.

< Have students use Appendix 3: Comparison Chart to

compare each of the growing beans. Ask older students to

suggest explanations for any differences they observe or

explanations as to why differences they predicted are not

visible.

RESEARCH/DISCUSSION< Have students list and compare what salmon, humans and

other species need to survive, and use the Salmon Life Cycle

poster to infer what they think would happen to a salmon if

elements of its environment were removed (or damaged). If


What would happen to humans and other species if all

the water in streams and lakes dried up?

Humans and other species would not have water to drink

and would die.

What would happen if the water in a salmon stream or

lake dried up?

Salmon and their eggs would die.



37/170


Monitor class discussions and charts to

ensure that students can identify things

salmon need to survive, including a

running stream, ocean, gravel and food.

What would happen to humans and other species if all

the water in streams and lakes were very muddy?

Without clean water, swimming and other recreation

would be less enjoyable. Though the water may still be

potable, its possible that humans and other species could

become sick and/or die.


lake became very muddy?

Salmon and their eggs would smother.


lake was not shaded?

It would warm the water and could harm salmon and

their eggs.

What would happen if you were swimming in a stream

and the water owed too fast?You could get carried away by the current.

What would happen if stream water owed too fast?

Stream banks would erode. Eggs, young salmon, gravel

and foods might be washed away.

What would happen if streams were straightened or

wetlands were lled in?

Growing salmon lose important sites that give them

shelter and allow them to grow safely.

SUMMATION

< Have students suggest ways to protect the things salmonneed to grow well.Maintain fresh water ow, avoid pollution, avoid disturbing

salmon streams, protect streamside vegetation and pools of

calm water.



38/170

life cycle and habitat

WRAP-UP

Review:< Signs of life cycle stages, e.g., birth, baby, child,

adult, aged adult, death

< Draw a large circle on the chalkboard and ask

students to write or draw the stages in the life

of a plant or animal.

< Point out that all living things go though a

cycle of being born, growing up, having young,

growing old and dying.

< Have students move in a circle through the

classroom or gym, acting out the stages in the

life of a plant or animal, then returning to the

beginning of the circle.

Evidence for Unit

Assessment

< Have students make a painting or drawing about

the life cycle of a salmon and describe what itshows about what salmon need to survive.

< Have students put pictures from the life cycle of

a plant, a human and a salmon in correct order

and explain why the order is correct.

< Have students complete a stem sentence such as

One thing I learned about life cycles is that

< Have students add their materials to their

learning log and write a sentence explaining

what they learned.

Language and ArtsIntegration

< Have students cut out cards with pictures

labelled with the stages of a salmons life and

play matching and memory recognition games to

reinforce their knowledge of the language, e.g.,

have students match cards with labels against

cards with illustrations, or have students turn

over an illustration card to read the label on the

reverse side.

< Have students divide a paper plate into sections

and draw in each section a stage in the life cycle

of a plant or animal.

Home Connections

< Have students describe and act out the life cycle

of a plant or animal for an adult and compare it

with the life cycle of their family.

< Have students ll in Appendix 4: Classroom

Salmon Science News and read it to an adult.



39/170

Handout 2.1

Salmon Life Cycle

Illustration:KarenUldall-E

kman

A plant grows from a seed. A plant grows

roots, a stem and leaves. When plants getbig, they form owers and seeds. Seeds

grow into new plants.

A salmon grows from an egg. It grows

ns, a head and a tail. The salmon

leaves the stream or lake where it grew

up. When it grows enough, the salmon

returns. It lays more eggs. More salmongrow from the eggs.

All living things have a life cycle. First they

are born. Then they grow up. They have

seeds or eggs or babies. Finally they die.



40/170

Handout 2.2

Bean Life Cycle

Illustration:DonaldGunn



41/170

UNIT 3

SALMON

ANATOMY


42/170

SALMON

ANatOMY

Overview

The class identies the body parts of a sh and compares them

to human body parts. They see how sh shape, skin, scales and

gills help salmon live in water.

The Big Idea

Fish, which are physically different from human beings, are

suited to their watery environment.

Key Words


Basic:head, mouth, eyes, nostrils, gills, body, ns, tail, skin,

scales

Advanced:pectoral, pelvic, dorsal, anal, adipose, lateral line


43/170


44/170

External anatomy (female)

Anal Fin

Caudal Fin

Adipose Fin

Dorsal Fin

Pectoral FinLateral Line

Gill Cover

Pelvic Fin

Vent

Internal anatomy (male)

Testes (male)

Brain

Kidney

Spinal Cord

Swim BladderGill Rakers

HeartPyloric CaecaStomachSpleenIntestine

Urinary Bladder

Vent


kamn

(cut open) (cut open) (cut open) Liver

To Fish Have (a) People Have (a)

Eat Mouth Mouth

See Eyes Eyes

Breathe Gills Nose

Hear Sounds Ears

Turn their heads Neck

Hold the body Backbone Backbone

Hold things Arms and Hands

Walk Legs and Feet

Swim up and down Fins

Swim forward Tail

Cover their body Skin Skin

Sense pressure and vibration Scales and slime Hair



45/170

PartsPartsofo af a

FishFishMaterials:

4 Option: a classroom plant such as abean plant

4 Option:a fresh or frozen salmon

4 Writing supplies

4 Copies of Handout 3.1: Parts of a

Salmon for each student

4 Poster showing parts of a sh

Time required:

Two lessons


Simple


Monitor student discussion in making

the Venn diagram to ensure that they

recognize that salmon have features

in common with people (e.g., ears,

eyes, noses) but that they do not share

others, such as ns and tails.

INTRODUCTION

< Option: Have students identify the parts of a plant and

describe what each part does.

The stem holds up the plant, the leaves collect sunlight and

make food, the roots hold the plant in the ground and collectmoisture, etc.

< Option:Have students identify the parts of a human and

describe what each part does.

The legs hold people up and let people move, arms let people

hold things, the mouth lets people eat, etc.

RESEARCH/DISCUSSION

< Have the class use a poster of a salmon (or a fresh or frozen

salmon) to identify the external body parts, i.e., head,mouth, eyes, nostril, gills, body, lateral line, ns (pectoral,

pelvic, dorsal, anal, adipose), tail, skin, scales. Have

students make and label their own drawing of a sh (or

place labels on the outline drawing in Handout 3.1: Parts

of a Salmon).

< Option: Some independent education suppliers, education

supply stores and science education catalogues carry

cloth sh, 3-D models and posters that could help you to

introduce the external (and internal) body parts.

Note: If you wish to teach your students the internal

features of a salmon, refer to Dissecting a Salmon on page

69 of the activity section of Unit 4: The Salmon Spawner

in Salmonids in the Classroom: Intermediate.

SUMMATION

< Make a list or Venn diagram of overlapping circles with theclass to identify features in sh and humans that are similarand different. (See chart in Background Information.)

Both have ears, eyes and noses, but sh have a lateral line,ns, tails, scales and they use gills to breathe, while people

have a neck, arms, legs and hair and breathe air.

< Option:Have older students make a chart comparing thefunctions of the body parts of sh and humans. (See chartin Background Information.)To move, people use legs, sh use tails; to breathe, people

use noses, sh use mouth and gills; etc.

UNIT 3: Salmon Anatomy27


46/170

FishFishShapeShapeThis experiment demonstrates that

a salmons shape helps it live in itsenvironment.

Materials:

4 Modelling clay

4 Basin of water

4 Long sticks (such as knitting needles

or chopsticks)

4 Copies of Appendix 1: Observation

Page for each student

Time required:

One lesson


Simple


Review students drawings and

conclusions from the experiment to

ensure that they can identify sh

shape and recognize that the shapehelps sh move easily through water.

INTRODUCTION

< Ask students to describe or draw the shape of a salmon. Ask

if all salmon are shaped the same, and if all sh are shaped

the same.

Point out that all salmon have the same shape. Most shhave a narrow nose, a wider body and a narrow tail, but

some are long and thin, while others are at, and a few are

rounder.

EXPERIMENT

< Have students use modelling clay to make a sh-shape 10

to 15 cm long, and to make objects of various other shapes,

e.g., at, round, square, human.

< Have students put a stick in the shapes they made, andgently move them through a basin of water.

< Have the class observe how different objects move in the

water, and record their observations on a chart or chalkboard.

If necessary, prompt them with questions such as:

What shape makes the fewest ripples when it moves?

What makes the most?

What shape takes the least force to move? What takes

the most?

What shape moves the quickest? What moves the

slowest?

Do the shapes move the same backwards or sideways as

they do forward?

DISCUSSION

< Ask students to suggest the reasons a sh shape is best for

a salmon.

The slender shape that narrows in the front lets the salmonswim forward quickly with little energy, so it does not tire

quickly.

SUMMATION

< Have students use Appendix 1: Observation Page to draw

the sh shape experiment and write the class conclusions.



47/170

ScalesScalesana dnd

SkinSkinMaterials:

4 Poster/illustration showing scales ona salmon


Scales for each student

4 Writing materials

Time required:

Two lessons


Simple


Review students reports on scales to

ensure that they can identify facts

about scales, such as their shape,

hardness and location.

INTRODUCTION

< Ask students where on their bodies they have hard coverings

that protect their skin.Fingernails and toenails.

< Have students list words that describe their nails.Hard, rounded, small, growing, smooth, multi-coloured, etc.

< Have them list words that describe their skin.Soft, covers the whole body, has feeling, different colours,

wrinkly, etc.

EXPERIMENT

< Have students use a pencil or similar object to press gently

on a ngernail, and then press gently on the skin of a

nger. Ask them to compare the two. If necessary, promptthem with questions such as:

Which surface is hardest?

The nail.

Through which surface do you feel the most?

The skin.

Which surface is the most exible?

The skin.

Which surface protects best from cuts and scrapes?The nail.

What would be good or bad about having a skin covered

with ngernail material?

It would be very strong, but also very stiff and hard to

feel through.



48/170

DISCUSSION

< Point out the scales on the illustration of the sh and ask

students to compare scales with human nails. If necessary,

prompt them with questions such as:

Where do you see scales on the salmon?

They cover the whole body except the eyes, ns,

head and lips.

What pattern do the scales form?

They overlap in rows or curves.

How many scales does a salmon have?

Hundreds or thousands.

What colour are the scales?

Scales are clear but can look like they are many colours

because they allow the colour of the skin below to show

through.

What shape are the scales?

They are not perfectly round.

Why dont scales make salmon very stiff?

They have many small scales attached to their skin, so

the scales can all move when the salmons body moves.

SUMMATION< Give students a copy of Handout 3.2: Salmon Scales and

have them read it in groups or pairs.

< Have students use the handout and the class discussion

to make a simple web or write a report describing three

important facts about salmon scales.



49/170

GillsGillsana dndLungsLungsThis experiment models how sh gills

extract substances from water as thewater passes across them. It leads to a

discussion of how salmon extract oxygen

from water, and the need for clean

stream or lake water.

Materials:

4 A clear jar with a lid

4 A basin

4 Board or similar object

4

Water4 Food colouring

4 White paper towels

4 Copies of Appendix 1: Observation

Page for each student

Time required:

One lesson


Advanced


Review students drawings and

conclusions from the sh gills

demonstration to ensure that they can

explain that sh extract air from water.

INTRODUCTION

< Ask students to describe how they breathe and to explain

whether or not they could breathe under water.

< If the class has an aquarium, have them look at the

opening of the shs mouth and gills. Ask how they think

sh breathe under water, and explain that the following

demonstration will show them how.

EXPERIMENT

< Show the class a jar of water, and explain that most water

has some air mixed into it. Shake the jar vigorously and

have them look at the bubbles of air as they oat to

the top. Explain that, although most of the air bubbles

disappear, many tiny ones remain in the water.

< Explain that, because it is too hard to see air in the water,

you will use some colouring for this experiment. Add several

drops of food colouring to the water.

< Line a board with a white paper towel and slowly pour the

coloured water across the towel. Ask students to describe

what happens to the colouring.

Some colour passes along with the water, and some stays

behind in the towel.

< Ask students to imagine that the colour in the water is air

and that the towel is a shs gills. Have them suggest how

sh might get air from water.

Fish move water through their gills and absorb air from the

water as it passes along the gills. They take a mouthful of

water, close their mouth, then push the water out through

the gills in their throat. The gills are made up of rows of very

ne folds of tissue similar to skin. The salmon absorb the air

through these special gill cells.



50/170


51/170

salmon smolts

WRAP-UP

REVIEW:

< Materials: chalkboard or chart paper

< Draw a large outline of a salmon on the

chalkboard or chart paper. Have the class locate

and label, or draw on the outline, each of the

following parts: head, mouth, eyes, nostrils,

gills, body, lateral line, ns (pectoral, pelvic,

dorsal, anal, adipose), tail, skin, scales.

< Explain that some of the salmons body parts are

like human body parts, but salmon have parts

that humans do not, and each part helps salmon

live in the streams and oceans.

Evidence for UnitAssessment

< Have students make a painting or drawing of a

salmon and label its parts.

< Have students ll in answers to a chart

comparing human and sh functions: e.g.,

People use _____ to move; sh use ______;

People use _____ to breathe; sh use _____;

People use _____ to see; sh use _____;

People use _____ to eat; sh use _____.

< Have students complete a stem sentence, such

as, I used to think about salmon but now

I know that or, One thing I learned about

salmon is that

< Have students add their materials to their

learning log and write a sentence explaining

what they learned.

Language and ArtsIntegration

< Dissect an adult salmon, using the dissection

guide on page 69 of Salmonids in the Classroom:

Intermediate to identify the external parts of the

sh and their functions.

< Have students form a model salmon using

modelling clay, and attach sequins and/or foil to

it in overlapping patterns to represent scales.

Home Connections

< Have students show an adult an outline drawing

of a sh, name its parts and identify the parts

that are like parts of a human.

< Have students ll in Appendix 4: ClassroomSalmon Science News and read it to an adult.

UNIT 3: Salmon Anatomy 33


52/170

Handout 3.1

PaRTS OF A sALMON

nostrils

mouth

dorsal nadipose n tail

anal n

pelvic nspectoral ns

eyes

gills

Fins help salmon turn and balance Nostrils let salmon smell water

Tail moves salmon forward Mouth let salmon eat and breathe

Eyes let salmon see Gills extract air from water


kman



53/170

Handout 3.2

SaLMON sCALES

Il

lustration:KarenUldall-E

kman

Scales are small plates that cover the

body of salmon. The scales are attached

to the skin of the salmon in many rows.

They are made of hard, stiff material, like

your ngernails.

Scales are oval-shaped. They overlap and

partly cover each other. The part you seelooks like a small fan.

Fish scales can look silver, red, green or

any colour. But scales have no colour. The

colour of the skin below shows through

the scales.

Scales protect the body of the sh.

They let salmon slide over rocks or logs

without getting hurt. They are hard for

birds or animals to grab.

Scales grow a little every year. Each

year, a line forms in the scale. With a

microscope, you can see the lines. If youcount the lines, you can tell how old the

salmon is.

UNIT 3: Salmon Anatomy 35


54/170



55/170

UNIT 4

SALMON EGGS


56/170

SALMON

EGGS

Overview

The class examines the parts of a bean seed and a chicken egg,

and compares them to a salmon egg. They use the poster and an

information sheet, and make a model of a redd to identify what

salmon eggs need to survive.

The Big Idea

The egg contains a developing salmon. It needs certain

elements in a protected environment to survive.

Key words


Basic:redd, yolk, egg white, hatch, gravel, shell, stream,

oxygen


57/170

Background information

THE EGG

When adult salmon return upstream to spawn, eachfemale lays from 2,000 to 2,500 spherical, pinky-

orange eggs, which are about 6 to 9 mm in diameter.

Instead of a hard shell like a chicken, each egg has

a soft, transparent membrane for its outside surface.

This surface offers little protection against predators

or other disturbances, so the female covers the eggs

with gravel in a rocky stream- or lakebed nest called

a redd.

The redd is a shallow depression in the gravel,about one to three metres long and one to two

metres wide. The female chooses a site in a stream

with a high ow of fresh water or near a lakeshore

where waves keep the water fresh. Salmon prefer

gravel with stones averaging 12 to 15 cm and a

water depth of 15 to 30 cm.

Salmon eggs are very sensitive - only one in 10

survives to hatch. In the rst days, even a slight

Illustration:KarenUlda

ll-E

kman

UNIT 4: Salmon Eggs 39


58/170

disturbance of the stream- or lakebed can be fatal. Changes in

water level or temperature can kill the eggs. Predators such as

birds, bears and racoons feed on the eggs if they can nd them,

and ooding, pollution and disease also destroy eggs.

The salmon embryo begins to develop inside the egg,

growing cells and gradually forming distinct organs. Becausethey are cold-blooded, the rate at which sh develop

depends on the outside temperature. The ideal temperature

for salmon eggs is from 5-10C. Eggs develop more slowly at

lower temperatures. In average temperatures, the embryonic

development takes place at the following rate:

After 7 to 10 days....... head and body begin to form

After about 1 month.... eyes begin to appear

After about 2 months ....embryo begins to move inside the egg After about 3 months .. embryo hatches from the shell

Inside the egg, the developing embryo feeds from its yolk sac

and obtains oxygen through the egg membrane, through which

the oxygen passes from the running water owing through the

gravel of the stream or lakebed. The eggs can smother if the

gravel is covered with silt, or if the water ows too slowly and

stagnates.

As development progresses, the embryo begins to move and

wiggle around. Scientists believe that, when the embryo can no

longer get enough oxygen through the egg wall, it releases an

enzyme that weakens the membrane. The embryo then breaks

through the membrane and wiggles out. It lives the next stage

of its life in the gravel as an alevin.



59/170


60/170

PartsPartsofanofanEgE ggg

This experiment exposes the basic structure

of a seed and an egg, and allows students toidentify and draw parallels between the parts.

Materials:

4 One or more hard-cooked or raw

chicken eggs (Note: The embryo disk

is more easily visible in a raw egg,

but students must be cautioned not

to touch raw egg without thoroughly

washing their hands after touching.)

4

Knife or other tools to dissect the egg4 Egg-to-Fry display

4 Option:Soaked lima beans for each

student

4 Copies of Handout 4.2: Salmon and

Chicken Eggs for each student

4 Writing supplies

Time required:

One or more lessons


Simple


Review the students drawings of salmon

and chicken eggs to ensure that they

can identify and name the yolk, white

and egg wall.


INVESTIGATION

< Have students break a hard-boiled or raw chicken egg into a

dish. Have them identify the parts of the egg.

The white, yolk and outer membrane. Students may also

observe the embryo disk on the top of the yolk: the embryostarts growing from the disk and, as it grows, it forms parts

of the sh. The disk is a darker orange spot in salmon eggs;

in chicken eggs, it is a thick, clear or cloudy area in the egg

white attached to the yolk.

< Have students observe and describe the parts of a salmon

egg, using the Egg-to-Fry display or Handout 4.2: Salmon

and Chicken Eggs.

< Option:Have students soak a lima bean overnight, open a

lima bean and identify the parts.

The seed coat; the cotyledons or food supply; and an embryo

or baby plant attached to the food source.

DISCUSSION

< Have students compare the parts of the chickens egg (or

the bean) with the parts of a salmon egg:

Discuss with the class the functions of the parts of the

egg.

The membrane (and the shell of a chicken egg) keeps

the egg together and allows air to pass to the embryo.

The yolk provides food for the growing embryo.

The white provides a uid in which the embryo can

grow.

The embryo disk is the point at which the embryo

begins to develop.

SUMMATION< Have students draw and label the parts of the chicken egg

and salmon egg.


61/170

ThT ehe

ReddRedd

This experiment demonstrates how

vegetation can protect eggs in a reddfrom silt. It leads to a discussion of how

people can protect salmon by protecting

streamside vegetation.

Materials:


Eggs

4 Writing supplies


Time required:

Three to four lessons


Moderate


Have students use their model of a redd

to explain that salmon eggs live in a

redd in the stream- or lakebed and that

salmon hatch from the eggs.

INTRODUCTION

< Option: From the Marine and Aquatic Educators Resource

Guide, choose a video that demonstrates how a female

spawner builds her redd. Watch the video with your

students.< Have students use the Salmon Life Cycle poster to explain

what a redd is, who makes it, how it is made, and why. If


Where do you see a redd in the poster?

Who is making the redd?

The female salmon.

Where does she make the redd?

In the bed of the stream or lake.

How does the salmon make the redd?

She uses her tail to push rocks aside into an oval nest.

What is the redd made of?

Rocks and gravel.

Why does she make a redd?

To protect the eggs that she lays.

RESEARCH/DISCUSSION

Documents

Salmonids in the Clasroom